Letter Task Research Articles

Creativity and Motor Skill Learning Among Kindergarten Children: Investigating Predictive Correlations and Performance Differences

Creativity, often linked to enhanced problem-solving and adaptive thinking, may play a considerable role in how children acquire and retain motor skills. This study investigates the effect of creativity on motor learning in kindergarten children. Using a sample of 120 Arab Israeli kindergarten children (60 girls and 60 boys, aged 5-6 years), we measured creativity through Torrance's Thinking Creatively in Action and Movement (TCAM) and assessed motor learning through invented letter task (ILT), in terms of speed and accuracy, administered at multiple time points: beginning and end of training, 24 hours post-training, and 4-5 weeks post-training. Our results indicate a significant correlation between the creativity measures and skill acquisition, consolidation, and long-term retention. Additionally, the results show that the creativity tests predict, skill acquisition and learning. Moreover, children with higher creativity scores exhibited significantly better performance in both speed and accuracy throughout the motor learning phases. Specifically, these children showed superior acquisition of skills, enhanced consolidation 24 hours post-training, and better retention. While the TCAM test focuses on creative thinking within physical activities, the observed association between creativity and motor learning suggests that creative activities may foster adaptive learning strategies and enhanced motor development. The study's findings underline the importance of incorporating creative activities into motor learning interventions. Such integration could, potentially, optimize developmental outcomes by fostering cognitive and motor skill development. This study deepens our understanding of the relationship between creativity and motor development, providing valuable insights for designing educational methods that support child development.

Acute stress does not modulate selective attention in a composite letter task

Acute stress has been demonstrated to affect a diverse array of attentional processes, one of which is selective attention. Selective attention refers to the cognitive process of deliberately allocating attentional resources to a specific stimulus, while ignoring other, distracting stimuli. While catecholamines have been shown to narrow attention, investigations on the influence of the stress hormone cortisol have yielded ambiguous results. We conducted two separate studies utilizing different laboratory stress induction paradigms to examine if cortisol influences the ability to selectively attend to local or global elements of a visual stimulus. In Study 1, 72 healthy young men took part either in the stressful Socially Evaluated Cold Pressor Test (SECPT) or a non-stressful (warm water) control, before being exposed to a composite letter task (CLT). Study 2 comprised a sample of 72 healthy young men and women and made use of a modified version of the Trier Social Stress Test (TSST) as well as a non-stressful control version, the friendly-TSST (f-TSST). Via endocrine, physiological, and subjective markers, we confirmed a successful stress induction. As verified with Bayesian statistics, stress did not affect selective attention in neither of the two studies. Furthermore, we were able to replicate the previously demonstrated absence of global precedence for composite figures composed of letters. Our results offer novel insights into the temporal dynamics of the effects of acute stress on attentional processes. Future studies should manipulate the timing of stress induction and investigate the effects of stress on letter vs. non-letter composite figures to shed further light on the underlying mechanisms.

Ensemble coding of multiple facial expressions is not affected by attentional load.

Human observers can extract the mean emotion from multiple faces rapidly and precisely. However, whether attention is required in the ensemble coding of facial expressions remains debated. In this study, we examined the effect of attentional load on mean emotion processing with the dual-task paradigm. Individual emotion processing was also investigated as the control task. In the experiment, the letter string and a set of four happy or angry faces of various emotional intensities were shown. Participants had to complete the string task first, judging either the string color (low attention load) or the presence of the target letter (high attention load). Then a cue appeared indicating whether the secondary task was to evaluate the mean emotion of the faces or the emotion of the cued single face, and participants made their judgments on the visual analog scale. The results showed that compared with the color task, the letter task had a longer response time and lower accuracy, which verified the valid manipulation of the attention loads. More importantly, there was no significant difference in averaging performance between the low and high attention loads. By contrast, the individual face processing was impaired under the high attention load relative to the low attentional load. In addition, the advantage of extracting mean emotion over individual emotion was larger under the high attentional load. These results support the power of averaging and provide new evidence that a rather small amount of attention is needed in the ensemble coding of multiple facial expressions.

Handwriting Skills and Their Role in Text Generation: A Longitudinal Study with Graphonomic Measures

<p>This study sought to examine the influence of transcription skills, evaluated using graphonomic measures, on the proficiency of text generation in students attending primary schools in Spain. A longitudinal design was employed involving 278 Spanish students distributed across three cohorts (cohort 1: 1st-2nd-4th grade; cohort 2: 2nd-3rd-5th grade; and cohort 3: 3rd-4th-6th grade). Two data collection points were used to administer the graphonomic measures, and a composition letter task was conducted at the conclusion of the study. Four multigroup structural equation models were employed, examining the direct pathways from graphonomic measures (i.e., pressure, speed, pauses, and road length) on text generation (i.e., length, fluency, planning, revision, and organization). The models demonstrated a good fit to the data. The findings from the four models, analyzed within the three cohorts, indicated that the significant effect of transcription (i.e., handwriting) on text production was primarily observed in Cohort 1 (early grades), while no significant effects were found in Cohort 2 (intermediate grades). This suggests that the importance of handwriting in text production in a transparent orthography may be more pronounced during the initial stages of writing development when students are acquiring foundational writing skills.</p>

The importance of response times measures in verbal fluency tasks

Verbal fluency is a commonly used task in clinical and experimental neuropsychology. It assesses a person’s ability to generate relevant words, according to a given category within a limited amount of time. Phonemic (PF) and semantic (SF) fluency tasks reflect different aspects of language and executive function abilities. In the present study, we investigated first response latency as an additional measure of phonemic, semantic and excluded letter fluency of 44 healthy adults (aged 18 to 39 years old) divided in 2 groups, according to their education level. We investigated potential correlations between response times and education level. Preliminary results from a small sample show that when comparing phonemic, semantic and excluded letter tasks the shortest response time was observed in semantic fluency tasks whereas the excluded letter tasks have the longest (Z = -5.35, p < 0.0005). Education appeared to have a significant negative effect on the mean response times of the participants (for PF U = 137, p = 0.014; for ELF U = 141.5, p = 0.018; for SF t = 2.05, p = 0.046). These results constitute a potential underexamined way to investigate lexical organization and access in verbal fluency. Also, we noted that education contributes not only to overall performance but to response times as well.

Functional connectivity interacts with visual perceptual learning for visual field recovery in chronic stroke

A reciprocal relationship between perceptual learning and functional brain changes towards perceptual learning effectiveness has been demonstrated previously; however, the underlying neural correlates remain unclear. Further, visual perceptual learning (VPL) is implicated in visual field defect (VFD) recovery following chronic stroke. We investigated resting-state functional connectivity (RSFC) in the visual cortices associated with mean total deviation (MTD) scores for VPL-induced VFD recovery in chronic stroke. Patients with VFD due to chronic ischemic stroke in the visual cortex received 24 VPL training sessions over 2 months, which is a dual discrimination task of orientation and letters. At baseline and two months later, the RSFC in the ipsilesional, interhemispheric, and contralesional visual cortices and MTD scores in the affected hemi-field were assessed. Interhemispheric visual RSFC at baseline showed the strongest correlation with MTD scores post-2-month VPL training. Notably, only the subgroup with high baseline interhemispheric visual RSFC showed significant VFD improvement following the VPL training. The interactions between the interhemispheric visual RSFC at baseline and VPL led to improvement in MTD scores and largely influenced the degree of VFD recovery. The interhemispheric visual RSFC at baseline could be a promising brain biomarker for the effectiveness of VPL-induced VFD recovery.

The Effects of Practice Schedules on the Acquisition and Retention of a Grapho-Motor Skill in Young-Adults

Studies suggest that the amount of practice and practice protocols can affect the long-term retention of motor skills. We tested how a practice schedule affects young adults’ learning and retention of a simple graphomotor skill. Young adults trained on the construction of a letter-form by connecting dots (Invented Letter Task, ILT) in a single-session 24-blocks practice were compared to a distributed practice group afforded 6-blocks ILT practice on four consecutive days. The single-session practice outperformed the distributed practice group in the speed performance at the end of training but also 24-h post-training. However, the distributed practice group was comparable to the single-session group in terms of speed by 4–5 wk post-training and showed significant gains between 24-h and 4–5 wk post-training while the massed practice showed significant deterioration. Both groups were comparable in terms of accuracy at the three assessment time points. The results suggest that, even in a simple motor task, comparing single sessions to multi-session (distributed) practice could be a straightforward method for determining the efficiency of a practice schedule in young adults.

Rapid Automatized Naming and Visual Searching in Arabic-Speaking Children With and Without Dyslexia: The Potential Effect of Color

This study examined the relationships between word reading and rapid automatized naming (RAN) for objects and letters in Arabic-speaking children with and without dyslexia to determine potential modulating effects of color on naming by comparing children’s performance on color and black–white RAN plates. Participants were 114 Arabic-speaking third graders who were tested for word and pseudoword reading accuracy, word reading fluency, rapid automatic naming, and letter scanning and searching abilities. Comparative analyses showed that while children with dyslexia did not differ from controls on the RAN object color task, they did show slower average naming speeds than the controls on the black–white version of the objects task. Similarly, the children with dyslexia showed slower average naming speeds than controls on both the color and black–white versions of the RAN letters task. In addition, hierarchical regression analyses showed that word reading accuracy, word reading fluency and pseudoword reading were significantly predicted by RAN black-white objects and RAN letters both versions after controlling for Age, IQ and visual search. Furthermore, group predicted the interference in letter RAN but not in object RAN. Findings of the current study have implications for the positive impact of color on object-naming tasks.

Asymmetric negative transfer effects of working memory training.

Gathercole et al. (Journal of Memory and Language, 105, 19-42, 2019) presented a cognitive routine framework for explaining the underlying mechanisms of working memory (WM) training and transfer. This framework conceptualizes training-induced changes as the acquisition of novel cognitive routines similar to learning a new skill. We further infer that WM training might not always generate positive outcomes because previously acquired routines may affect subsequent task performance in various ways. Thus, the present study aimed to demonstrate the negative effects of WM training via two experiments. We conducted Experiment 1online using a two-phase training paradigm with only three training sessions per phase and replicated the key findings of Gathercole and Norris (in prep.) that training on a backward circle span task (a spatial task) transferred negatively to subsequent training on a backward letter span task (a verbal task). We conducted Experiment 2using a reversed task order design corresponding to Experiment 1. The results indicated that the transfer from backward letter training to backward circle training was not negative, but rather weakly positive, suggesting that the direction of the negative transfer effect is asymmetric. The present study therefore found that a negative transfer effect can indeed occur under certain WM training designs. The presence of this asymmetric effect indicates that backward circle and backward letter tasks require different optimal routines and that the locus of negative transfer might be the acquisition process of such optimal routines. Hence, the routines already established for backward circle might hinder the development of optimal routines for backward letter, but not vice versa.

Dot-to-dot practice enhances Children's handwriting: The advantage of a multi-session training protocol

Handwriting instruction commonly involves the practice of non-linguistic writing-like patterns. Here, we compare the transfer to Arabic sentence-writing of different practice scheduling of the Invented Letter Task (ILT), a simple dot-to-dot connecting task, aiming to decide best-practice scheduling. Ninety-seven 7- to 8-year-old public-school Arab Israeli second-graders were assigned randomly, within-class, to five study groups: three single-session practice groups (different amounts, with 60/180/360 repetitions), a 360-repetition multi-session practice group (distributed across four days), and an untrained control group. Handwriting was assessed at pre-training, 24-h, and 4–5 weeks post-training. The findings revealed that by 4–5 weeks post-training all the practice groups wrote more fluently or accurately than the control group. The multi-session practice group's handwriting performance was advantageous to that of the other groups, being more fluent than the other groups and more legible than the control group. The findings suggest that practicing simple grapho-motor tasks may enhance handwriting abilities.

Response bias contributes to distractor suppression in Gaspelin et al.’s (2015) probe letter task

Visual attention is often inadvertently captured by salient stimuli. It was suggested that it is possible to prevent attentional capture in some search tasks by suppressing salient stimuli below baseline. Evidence for suppression comes from a probe task that was interleaved with the main search task. In the probe task of Gaspelin et al. (2015), letters were shown on the stimuli of the search display and participants had to identify as many letters as possible. Performance was found to be worse for letters shown on the distractor compared to non-salient nontarget stimuli, suggesting that distractor processing was suppressed below baseline. However, we propose that participants may have reported letters on the distractor less frequently than letters on nontargets. This response bias may have degraded performance for letters on distractor compared to nontarget stimuli. After replicating the original findings, we conducted an experiment where we avoided response bias by cueing only a single letter for report. Consistent with the response bias account, we found that the difference between distractor and nontarget stimuli disappeared. In contrast, the difference between target and nontarget stimuli persisted, showing that the modified probe task was sensitive to the deployment of attention induced by the search task. In sum, the results suggest that the probe letter task may not provide convincing evidence for attentional suppression.

Progressive attenuation of visual global precedence across healthy aging and Alzheimer's disease.

In the perception of Navon hierarchical stimuli (e.g., large letters made up of small letters), young adults identify large letters faster than small ones (known as ‘global advantage’) and identify more slowly small letters when they form a different (or incongruent) large letter (known as ‘unidirectional global interference’). Since some global/local perceptual alterations might be occurring with aging, we investigated whether these effects vary across healthy aging and Alzheimer’s disease (AD). Here, the Navon letter task was administered to 26 healthy elderly (HE), 21 adults with mild cognitive impairment (MCI), and 26 adults with AD. The same task was administered 1 year later, and different neuropsychological variables were incorporated into the analyses. The cross-sectional study revealed no global advantage but did reveal both global and local interferences in all groups when response times were analyzed. Regarding discrimination sensitivity, HE showed unidirectional global interference, while AD displayed better discrimination of local than global letters in the incongruent condition, which denotes less interference by global distractors than by local ones. The longitudinal study revealed that 1 year later the participants with MCI showed a slowdown in inhibiting local distractors in the global task, revealing a certain bias toward focus in their attention on small stimuli. The elders with AD reflected a generalized slowing of their responses with a clear bias toward local analysis of stimuli, also suggested by their better discrimination in the incongruent local task at the second moment of assessment. Furthermore, all response timing measures in the Navon task were correlated with several neuropsychological indexes of highly sensitive neuropsychological tests, suggesting that performance in this task may also have a potential diagnostic value for differentiating typical from atypical cognitive aging. All these results support the need for a multidomain approach to define neuropsychological markers of progression toward AD, including visual perceptual organization evaluated via measures of performance quality.

Does attentional suppression occur at the level of perception or decision-making? Evidence from Gaspelin et al.’s (2015) probe letter task

Visual attention is often inadvertently captured by salient stimuli. It was suggested that it is possible to prevent attentional capture in some search tasks by suppressing salient stimuli below baseline. Evidence for attentional suppression comes from a probe task that was interleaved with the main search task. In the probe task of Gaspelin et al. (Psychol Sci 26(11):1740–1750, 2015. https://doi.org/10.1177/0956797615597913), letters were shown on the stimuli of the search display and participants had to identify as many letters as possible. Performance was found to be worse for letters shown on the distractor compared to non-salient non-target stimuli, suggesting that distractor processing was suppressed below baseline. However, it is unclear whether suppression occurred at the level of perception or decision-making because participants may have reported letters on the distractor less frequently than letters on nontargets. This decision-level bias may have degraded performance for letters on distractor compared to nontarget stimuli without changing perception. After replicating the original findings, we conducted two experiments where we avoided report bias by cueing only a single letter for report. We found that the difference between distractor and nontarget stimuli was strongly reduced, suggesting that decision-level processes contribute to attentional suppression. In contrast, the difference between target and non-target stimuli was unchanged, suggesting that it reflected perceptual-level enhancement of the target stimuli.

The influence of magnocellular and parvocellular visual information on global processing in White and Asian populations.

Humans have the remarkable ability to efficiently group elements of a scene together to form a global whole. However, cross-cultural comparisons show that East Asian individuals process scenes more globally than White individuals. This experiment presents new insights into global processing, revealing the relative contributions of two types of visual cells in mediating global and local visual processing in these two groups. Participants completed the Navon hierarchical letters task under divided-attention conditions, indicating whether a target letter "H" was present in the stimuli. Stimuli were either 'unbiased', displayed as black letters on a grey screen, or biased to predominantly process low spatial frequency information using psychophysical thresholds that converted unbiased stimuli into achromatic magnocellular-biased stimuli and red-green isoluminant parvocellular-biased stimuli. White participants processed stimuli more globally than Asian participants when low spatial frequency information was conveyed via the parvocellular pathway, while Asian participants showed a global processing advantage when low spatial frequency information was conveyed via the magnocellular pathway, and to a lesser extent through the parvocellular pathway. These findings suggest that the means by which a global processing bias is achieved depends on the subcortical pathway through which visual information is transmitted, and provides a deeper understanding of the relationship between global/local processing, subcortical pathways and spatial frequencies.

An Assist for Cognitive Diagnostics in Soccer: Two Valid Tasks Measuring Inhibition and Cognitive Flexibility in a Soccer-Specific Setting With a Soccer-Specific Motor Response.

In professional soccer, players, coaches, and researchers alike recognize the importance of cognitive skills. Research addressing the relevance of cognitive skills has been based on the cognitive component skills approach (i.e., general cognitive processes) or the expert performance approach (i.e., sport-specific cognitive processes). Our project aimed to combine the strengths of both approaches to develop and validate cognitive tasks measuring inhibition and cognitive flexibility in a soccer-specific setting with a soccer-specific motor response. In the main study 77 elite youth soccer players completed a computerized version of the standard flanker and number–letter tasks as well as flanker and number–letter tasks requiring a soccer-specific motor response (i.e., pass) in a soccer-specific setting (i.e., the SoccerBot360). Results show good reliability for both tasks. For the SoccerBot360 number–letter task, switch effects for response times and accuracy and acceptable convergent validity were shown. A flanker effect for response time but not accuracy was apparent. Due to no acceptable convergent validity, the flanker task was revised (i.e., adaptation of stimuli) and 63 adult soccer players participated in a follow-up validation study in the SoccerBot100. The revised flanker task showed the flanker effect for response time, but not for accuracy. However, acceptable convergent validity for response time was present. Thus, the soccer-specific number–letter and to some extent the soccer-specific flanker task show potential to be used as a valid cognitive diagnostic tool by soccer clubs.

No elephant in the room: The incremental validity of implicit self-esteem measures.

Correlational research aiming to validate measures and the construct of implicit self-esteem (ISE) has produced heterogeneous results in the past. We argue that this might be caused by two underappreciated obstacles: the situational malleability of and the construct irrelevant variance in conventional ISE measures. In this study, we aim to address these problems. To this end, we applied process and latent state-trait modeling to Implicit Association Test and Name Letter Task data collected on four occasions across six weeks in a preregistered online study (initial N=360, final N=302). We investigated the relation of supposed trait ISE parameters with trait explicit self-esteem (ESE) and a set of criteria. Results indicated no latent trait correlation among the different supposed indicators of ISE, small latent trait correlations of indicators of ISE and ESE, and little incremental validity of the supposed ISE measures in predicting potential criterion measures over and above ESE. These findings align with previous critical evaluations regarding the supposed measures of ISE and the conceptual validity of ISE as an association and call for a more careful terminology in the field.

Practice schedule and testing per se affect children’s transfer abilities in a grapho-motor task

Children’s ability to transfer the gains of a motor experience, such as learning to write a letter, to novel conditions, such as cursive writing of the same letter, are affected by the way in which the learning experience is parsed. Parsing may have limitations because a short session may hamper the engagement of procedural memory consolidation processes. Here, we compared the effects of two practice schedules with the total amount of practice identical training provided in a single-session practice versus multi-session practice, wherein each session on its own was insufficient for generating long-term gains. A total of 40 7- and 8-year-old children practiced the production of a novel letter form by connecting dots, namely, the Invented Letter Task (ILT). Multiple ILT-related transfer tasks were assessed at 24 h post-training and again at 4–5 weeks post-training. Although by the end of training the single-session practice group outperformed the multi-session practice group in speed and accuracy, at 24 h post-training both groups showed comparable gains. However, after multi-session practice, children were as fast or faster and more accurate in the transfer tasks. By 4–5 weeks post-training, the multi-session practice group showed larger gains in the trained condition, a speed advantage in the transfer tasks, and a significant improvement on the transfer tasks. The results suggest that parsing training over several brief sessions may lead to long-term gains in children’s grapho-motor skills. Moreover, multi-session practice protocols may contribute to the potential for transfer and to more effective learning from experiences such as transfer tasks.

The self-organized task switching paradigm: Movement effort matters

The self-organized task switching paradigm enables to investigate the link between task performance and task selection in a voluntary task switching setting that benefits task switches over task repetitions. For example, waiting for a repetition-related stimulus onset denotes environmental costs, which are balanced with internal task-switch costs. Here we extent this research by asking whether movement effort also plays a crucial role for task selection. In detail, we investigate how motor-related consequences, i.e., increasing force for task repetitions, influence task-switching behavior. Participants voluntarily switched between a number (i.e., even or odd) or letter task (i.e., vowel or consonant) using a robot system for response execution. With consecutive task repetitions the robot system was harder to move to the response target as we systematically added a damping load. We found that switch rate correlated with cognitive switch costs (i.e., costs in: reaction time, r = −0.741, and error rate, r = −0.545), and motor repetition cost represented by movement-time increment, r = 0.414. Interestingly, switch rate also correlated with individual force maximum, r = −0.480. However, switch rate did not correlate with movement-impulse increment, r = −0.033. Stepwise multiple regression analyses across participants revealed that 66% of variance are explained including all predicting factors. Yet, only cognitive costs and individual force maximum reached significant importance in the regression model. Hence, we extended switch-rate analyses using linear regression on a within-subject level, and thus, keeping individual force maximum constant. We found about 84% of variance explained by motor and cognitive costs. Thereby, movement impulse predicted task selection more than reaction time and more than movement time. Thus, we demonstrated that both cognitive and motor consequences influence task-switch behavior. Furthermore, we showed that task selection is importantly modulated by motor effort related to individual motor skills.

Effects of age, sex and education on verbal fluency tasks in a normal Saudi sample

ABSTRACT Introduction This study’s purpose is to describe the performance of healthy community dwelling Saudi Arabians on fluency tasks and explore the effects of age, sex and education. Methods Arabic-speaking Saudi Arabians > 18 were chosen through convenience sampling. Included were healthy community members whose first language is Arabic. Excluded were anyone with a past history of psychiatric or central neurological diseases, or who was taking medications that affect the central nervous system. Information regarding the variables sex, age, and education was collected. Participants were required to name as many words as they could that started with the letters Ain (ع), Sheen (ش), and Qaf (ق) (letter task), and words that belonged to the categories “countries,” “boy names,” “girl names,” and “four-legged animals” (categorical task). Mean scores were derived for the three letters (ASQ) and four categories (TC). Descriptive statistics, percentile curves, and quantile regressions (0.05, 0.25, 0.5, 0.75, and 0.95) were conducted to determine performance range. Results The study included 301 participants, comprising 162 (53.47%) females. The M(SD) for age was 46.74 (16) and for years of education 14 (4.78). The M(SD) for ASQ was 26.26 (10.01), and for TC, 81.56 (20.77). Percentile curves demonstrated an initial increase, followed by a decrease, in performance with increasing age on letter and categorical fluency tasks. Performance scores showed an increase of 1 to 1.5 and 2 to 3.5 words in the letter and categorical tasks, respectively, for each additional year of education across the quantiles (both with p < 0.0001). Males scored higher in the 0.05 and 0.95 quantiles of the letter fluency task only. Conclusion We demonstrated a range of normative performance from a Saudi Arabian community, with varying age and education levels. The assessment demonstrated the importance of education as a major variable linearly associated with performance, influencing both tasks.

Both cute and threatening images drive narrowing of attention in men and women.

Appraisal theories of emotion sustain that stimuli containing high biological relevance preferentially capture our attention, regardless of their valence. In this work, we study the priming effect of both cute and threatening pictures on global/local visual processing. Seventy-eight males and 168 females in different menstrual cycle phases performed the global/local Navon letter task immediately after observing cute (infants and baby animals), threatening (animals in aggressive poses) or neutral pictures. Hierarchical stimuli were made up of global and local letters that could be either congruent (e.g. global H, localH) or incongruent (e.g. global H, localS). While we observed no interaction between affective primes and sex/menstrual cycle phase, each of these variables did have an independent effect on the global/local task. Thus, letter identification was significantly slower in the global task (only) after cute vs. neutral primes. Relevantly, the local-minus-global RT index revealed an attentional narrowing after both cute and threatening primes (vs. neutral primes) in incongruent trials. As for sex effects, a facilitation of global vs. local processing was observed in both sexes. However, women registered slower RTs than men, whereas women in the luteal phase showed faster RTs than those in follicular phase in the local task. This suggests that women, mainly those in their luteal menstrual phase, tend to rely on a more analytical style of processing while attending to hierarchical stimuli. Most importantly, stimuli containing high biological significance drive narrowing of the attentional focus in global/local visual processing, especially in conditions of higher attentional demand.